高职院校兼职教师人才库建设在《急危重症护理学》教学中的运用
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摘要
目的通过建立兼职教师人才库,探讨其在危急症护理教学中的运用。方法结合所在单位实际,抽取纳入人才库的兼职教师4人参与13级护理专业4个班级《急危重症护理学》的授课,作为试验组,本校专职教师3人及其教授的6个班级为对照组;选择三项操作及期末理论考试分数作为评价教学效果的指标。结果试验组经口气管插管得分(89.03±4.38)高于对照组(86.82±4.52),心肺复苏得分(78.13±7.51)低于对照组(81.45±6.81),三角巾包扎得分(92.09±4.69)低于对照组(94.06±3.27),差异均具有统计学意义(P<0.05);两组期末理论考试分数[(71.57±17.42)vs(71.18±15.25)]比较,差异无统计学意义。来自急诊科的兼职教师教授的学生心肺复苏[(79.09±6.88)vs(75.16±8.64)]及三角巾包扎[(94.41±5.11)vs(87.22±3.83)]考核分数高于来自重症监护室(intensive care unit,ICU)的兼职教师教授的学生,而经口气管插管得分较低[(92.09±4.01)vs(95.21±2.02)],差异具有统计学意义(P<0.05);期末理论考核成绩[(72.02±13.12)vs(68.47±10.47)]两者无差异。中级职称兼职教师教授的学生经口气管插管[(90.59±3.72)vs(84.16±2.15)],三角巾包扎[(94.28±2.47)vs(85.24±3.15)],期末理论考试[(73.77±17.65)vs (64.67±14.87)]成绩高于高级职称教师所授班级,且差异均具有统计学意义(P<0.05),心肺复苏成绩[(78.01±7.53)vs (80.24±4.85)]两者无差异。结论对于兼职教师,应根据所在科室的的特长安排授课内容,充分发挥中级职称兼职教师的优势。
Objective The objective of this study was to explore drawing on part-time teacher talent pool in the teaching of critical care. Methods Four part-time teachers included in the talent pool were enrolled in teaching the course of Critical Care Nursingfor 4 nursing classes of 2013 academic year and they were selected as the experimental group. Three full-time teachers and 6 classes taught was the control group; three kinds of operations and final theoretical test scores were selected as indicators for evaluating teaching performance. Results In the experimental group, the oral intubation(89.03±4.38) was higher than the control group(86.82±4.52), the cardiopulmonary resuscitation(78.13±7.51) was lower than the control group(81.45±6.81), and the bandage dressing(92.09±4.69) was lower than the control group(94.06±3.27), and the differences were statistically significant(P<0.05). The final theoretical test score was compared between the two groups [(71.57±17.42) vs(71.18±15.25)], and the difference was not statistically significant. Students taught by part-time teachers from the emergency department scored higher than from intensive care unit(ICU) in cardiopulmonary resuscitation [(79.09±6.88) vs(75.16±8.64)] and bandage dressing [(94.41±5.11) vs(87.22±3.83)], and oral tracheal intubation was lower [(92.09±4.01) vs(95.21±2.02)], and the difference was statistically significant(P<0.05). The final theoretical score [(72.02±13.12) vs(68.47±10.47)] showed no statistical difference between the two groups. Students taught by part-time teachers with intermediate acdemic titles scored higher in oral intubation [(90.59±3.72) vs(84.16±2.15)], triangular bandage wrapping [(94.28±2.47) vs(85.24±3.15)], final theoretical test [(73.77 ±17.65) vs(64.67±14.87)] than by teachers with senior academic titles, and the difference was statistically significant(P<0.05), and there was no difference in cardiopulmonary resuscitation scores [(78.01±7.53) vs(80.24±4.85)] between the two groups. Conclusions For part-time teachers, the content of the lectures should be arranged according to the specialties of the department, and the advantages of part-time teachers with intermediate academic titles should be given full play to.
Objective The objective of this study was to explore drawing on part-time teacher talent pool in the teaching of critical care. Methods Four part-time teachers included in the talent pool were enrolled in teaching the course of Critical Care Nursingfor 4 nursing classes of 2013 academic year and they were selected as the experimental group. Three full-time teachers and 6 classes taught was the control group; three kinds of operations and final theoretical test scores were selected as indicators for evaluating teaching performance. Results In the experimental group, the oral intubation(89.03±4.38) was higher than the control group(86.82±4.52), the cardiopulmonary resuscitation(78.13±7.51) was lower than the control group(81.45±6.81), and the bandage dressing(92.09±4.69) was lower than the control group(94.06±3.27), and the differences were statistically significant(P<0.05). The final theoretical test score was compared between the two groups [(71.57±17.42) vs(71.18±15.25)], and the difference was not statistically significant. Students taught by part-time teachers from the emergency department scored higher than from intensive care unit(ICU) in cardiopulmonary resuscitation [(79.09±6.88) vs(75.16±8.64)] and bandage dressing [(94.41±5.11) vs(87.22±3.83)], and oral tracheal intubation was lower [(92.09±4.01) vs(95.21±2.02)], and the difference was statistically significant(P<0.05). The final theoretical score [(72.02±13.12) vs(68.47±10.47)] showed no statistical difference between the two groups. Students taught by part-time teachers with intermediate acdemic titles scored higher in oral intubation [(90.59±3.72) vs(84.16±2.15)], triangular bandage wrapping [(94.28±2.47) vs(85.24±3.15)], final theoretical test [(73.77 ±17.65) vs(64.67±14.87)] than by teachers with senior academic titles, and the difference was statistically significant(P<0.05), and there was no difference in cardiopulmonary resuscitation scores [(78.01±7.53) vs(80.24±4.85)] between the two groups. Conclusions For part-time teachers, the content of the lectures should be arranged according to the specialties of the department, and the advantages of part-time teachers with intermediate academic titles should be given full play to.
引文
[1]庞溯摈,陈燕玲.低年资护士危急重症知识掌握情况与培训需求调查[J].中华护理教育, 2009, 6(12):544-545. DOI:10.3761/j.issn.1672-9234.2009.12.007.
[2]李新忠,王玉玲,侯铭.低年资护士沟通能力调查分析[J].中国护理管理, 2011, 11(11):69-71. DOI:10.3969/j.issn.1672-1756.2011.11.024.
[3]王燕.急诊室低年资护士应急能力的培训及探讨[J].护理实践与研究, 2008, 5(3):49-50. DOI:10.3969/j.issn.1672-9676.2008.03.032.
[4]张立君,赵雪峰.高职院校兼职教师规范化管理的研究与实践[J].黑龙江高教研究, 2005, 131(3):56-57.DOI:10.3969/j.issn.1003-2614.2005.03.021.
[5]周亚红.浅谈护理高职院校兼职教师队伍建设[J].卫生职业教育, 2013, 31(9):74-75. DOI:10.3969/j.issn.1671-1246.2013.09.042.
[6]周彩琴.高职兼职教师在《基础护理学》教学中存在的问题与对策[J].医学教育, 2015, 19(9):1232-1233.
[7]刘冬梅,王凤云,曹文军,等.高等医学院校兼职教师队伍建设与管理研究[J].继续医学教育, 2014, 28(10):101-104. DOI:10.3969/J.ISSN.1004-6763.2014.10.049.
[8]蒋雪琴,周义军,乔永霞,等.医学院校兼职教师绩效考评研究初探[J].时代教育, 2017, 2(1):69. DOI:10.3969/j.issn.1672-8181.2017.03.049.
[9]刘树佳,王美玲,罗融,等.临床护士担任兼职教师内在驱动力的研究[J].中华护理教育, 2014, 11(7):502-505. DOI:10.3761/j.issn.1672-9234.2014.07.005.
[10]张美琴,董静静.临床护理兼职教师有效教学行为调查分析[J].护理研究, 2010, 24(7A):1708-1710.DOI:10.3969/j.issn.1009-6493.2010.19.006.
[11]左凤林,刘奉,谭严,等.“院校结合”打造“双师型”高职护理教学团队[J].中国护理管理, 2012, 12(9):38-40. DOI:10.3969/j.issn.1672-1756.2012.09.011.
[12]Heart Association. 2015 American Heart Association Guidelines update for cardiopulmonary resuscitation and emergency cardiovascular care[J]. Circulation, 2015, 132(suppl2):S315-S589. DOI:10.1161/CIRCULATION AHA.110.971101.
[13]陈佩,刘亚华,陈秋宇.腹部提压心肺复苏术在灾害救援中的应用[J].中华灾害救援医学, 2018, 6(5):280-282. DOI:10.13919/j.issn.2095-6274.2018.05.009.
[14]Afzali M, Viggers S. Full-scale simulation may be used to train medical student in disaster medicine[J]. TACC, 2015,5(1):17-22. DOI:10.1016/j.tacc.2014.11.005.
[15]陶秀萍.院前急救护士转岗后角色定位引导[J].中华灾害救援医学, 2018, 6(1):56-58. DOI:10.13919/j.issn.2095-6274.2018.01.015.
[16]刘春娜,简雅娟,李冬宁,等.护理专业专兼职教师联合授课的教学模式探讨[J].护理研究, 2013, 27(8):2673-2674. DOI:10.3969/j.issn.1009-6493.2013.24.059.
[2]李新忠,王玉玲,侯铭.低年资护士沟通能力调查分析[J].中国护理管理, 2011, 11(11):69-71. DOI:10.3969/j.issn.1672-1756.2011.11.024.
[3]王燕.急诊室低年资护士应急能力的培训及探讨[J].护理实践与研究, 2008, 5(3):49-50. DOI:10.3969/j.issn.1672-9676.2008.03.032.
[4]张立君,赵雪峰.高职院校兼职教师规范化管理的研究与实践[J].黑龙江高教研究, 2005, 131(3):56-57.DOI:10.3969/j.issn.1003-2614.2005.03.021.
[5]周亚红.浅谈护理高职院校兼职教师队伍建设[J].卫生职业教育, 2013, 31(9):74-75. DOI:10.3969/j.issn.1671-1246.2013.09.042.
[6]周彩琴.高职兼职教师在《基础护理学》教学中存在的问题与对策[J].医学教育, 2015, 19(9):1232-1233.
[7]刘冬梅,王凤云,曹文军,等.高等医学院校兼职教师队伍建设与管理研究[J].继续医学教育, 2014, 28(10):101-104. DOI:10.3969/J.ISSN.1004-6763.2014.10.049.
[8]蒋雪琴,周义军,乔永霞,等.医学院校兼职教师绩效考评研究初探[J].时代教育, 2017, 2(1):69. DOI:10.3969/j.issn.1672-8181.2017.03.049.
[9]刘树佳,王美玲,罗融,等.临床护士担任兼职教师内在驱动力的研究[J].中华护理教育, 2014, 11(7):502-505. DOI:10.3761/j.issn.1672-9234.2014.07.005.
[10]张美琴,董静静.临床护理兼职教师有效教学行为调查分析[J].护理研究, 2010, 24(7A):1708-1710.DOI:10.3969/j.issn.1009-6493.2010.19.006.
[11]左凤林,刘奉,谭严,等.“院校结合”打造“双师型”高职护理教学团队[J].中国护理管理, 2012, 12(9):38-40. DOI:10.3969/j.issn.1672-1756.2012.09.011.
[12]Heart Association. 2015 American Heart Association Guidelines update for cardiopulmonary resuscitation and emergency cardiovascular care[J]. Circulation, 2015, 132(suppl2):S315-S589. DOI:10.1161/CIRCULATION AHA.110.971101.
[13]陈佩,刘亚华,陈秋宇.腹部提压心肺复苏术在灾害救援中的应用[J].中华灾害救援医学, 2018, 6(5):280-282. DOI:10.13919/j.issn.2095-6274.2018.05.009.
[14]Afzali M, Viggers S. Full-scale simulation may be used to train medical student in disaster medicine[J]. TACC, 2015,5(1):17-22. DOI:10.1016/j.tacc.2014.11.005.
[15]陶秀萍.院前急救护士转岗后角色定位引导[J].中华灾害救援医学, 2018, 6(1):56-58. DOI:10.13919/j.issn.2095-6274.2018.01.015.
[16]刘春娜,简雅娟,李冬宁,等.护理专业专兼职教师联合授课的教学模式探讨[J].护理研究, 2013, 27(8):2673-2674. DOI:10.3969/j.issn.1009-6493.2013.24.059.